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Haliadi
Universitas Tadulako Palu Indonesia
Computer Science & IT Economics, Econometrics & Finance Education Engineering Social Sciences

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The Role of History Teachers in the Student Assessment Process Senior High School at SMA Negeri 1 Bolano Lambunu Moh Fatwa R Andi Taru; Mahfud M Gamar; Haliadi; Minarni Nongtji
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 5 No. 1 (2026): Vol. 5 No. 1 2026
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v5i1.996

Abstract

The problems in this paper are (1) What is the educational background of History Teachers at SMA Negeri 1 Bolano Lambunu? (2) How is the Student Assessment Process at SMA Negeri 1 Bolano Lambunu? (3) What is the role of History Teachers' knowledge at SMA Negeri 1 Bolano Lambunu? The objectives of this paper are: (1) To describe the educational background of History Teachers, (2) To describe the student assessment process (3) To explain the role of History Teachers' knowledge on assessment at SMA Negeri 1 Bolano Lambunu. This study uses a qualitative descriptive method with data collection techniques through observation, interviews, and documentation. The research informants were two History Teachers at SMA Negeri 1 Bolano Lambunu and one Student at SMA Negeri 1 Bolano Lambunu. Data analysis was carried out through the stages of data reduction, data presentation, and drawing conclusions. The results of the study show that: (1) History teachers at SMA Negeri 1 Bolano Lambunu have a Bachelor's degree in History Education that is appropriate to their field of expertise and have participated in various training to improve their competence; (2) The assessment process is carried out comprehensively, covering cognitive, affective, and psychomotor aspects by using a combination of formative and summative assessment methods, as well as various instruments such as written tests, assignments, presentations; (3) History teacher knowledge plays an important role as a foundation in designing valid assessment instruments, providing meaningful feedback, and integrating character education in the assessment process.
Students' Perceptions of History Teaching in Grade XI of Senior High School at SMAN 1 Parigi Tengah Fauzy Rachmat; Suyuti; Haliadi; Fajar Nugroho
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 5 No. 1 (2026): Vol. 5 No. 1 2026
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v5i1.1001

Abstract

This study aims to determine students' perceptions of History teaching in grade XI of SMA Negeri 1 Parigi Tengah, specifically regarding the teaching methods used by teachers with a background in Geography. This study uses a descriptive qualitative approach conducted in a natural setting. The research subjects consisted of grade XI students, with supporting informants in the form of subject teachers and homeroom teachers. Data collection techniques were carried out through observation, semi-structured interviews, and documentation. Data were analyzed using an interactive analysis model that includes data reduction, data presentation, and drawing conclusions. The results of the study indicate that students' perceptions of History teachers' teaching methods vary. Some students considered the lecture method used to help understanding the material if delivered clearly, coherently, and communicatively. However, some other students felt that the method was less interesting if it was done monotonously and with minimal variation, thus decreasing interest and active learning. The use of learning media was also considered suboptimal, even though supporting facilities were available at the school. Factors that influence students' perceptions include the teacher's ability to deliver the material, the teacher's teaching style and attitude, the suitability of the method to the characteristics of the History material, students' interests and learning styles, and the learning environment. This study concludes that variations in methods and the use of learning media are very necessary to increase students' interest and understanding in learning History.
Implementation of the Jigsaw Model to Increase Student Activeness in History Learning in Class X Senior High School of SMA YPST Porame Tresya Claudia Sawane; Lukman; Haliadi; Iskandar; Ismail
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 5 No. 1 (2026): Vol. 5 No. 1 2026
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v5i1.1005

Abstract

The results of this study consist of: (1) how the jigsaw model is implemented in Class X of YPST Porame High School, (2) how the students' activeness in history learning is in Class X of YPST Porame High School, (3) why the jigsaw model in history learning can increase the activeness of students in Class X of YPST Porame High School. Based on these problems, this study aims to (1) explain the jigsaw model in Class X of YPST Porame High School, (2) describe the activeness of students in history learning in Class X of YPST Porame High School, (3) analyze the implementation of the jigsaw model in history learning can increase the activeness of students in Class X of YPST Porame High School. This research method uses a descriptive qualitative research method, data collection techniques through observation, interviews, and documentation methods. The subjects of this study consisted of history teachers and students in Class X of YPST Porame High School. Data were analyzed through the stages of data reduction, data presentation, as well as drawing conclusions and verification. Based on the results of this study, it shows that the implementation of the jigsaw model in Class X SMA YPST Porame: (1) is able to create an active, collaborative, and enjoyable learning atmosphere, (2) Students are directly involved in the learning process through discussions, presentations, and group work, as well as responsibility for the material being studied, (3) Teachers act as facilitators who guide and motivate students during the learning process. The jigsaw model research has been proven to increase the activeness and quality of history learning in Class X SMA YPST Porame.
Co-Authors Fajar Nugroho Fauzy Rachmat Iskandar Ismail Lukman Mahfud M Gamar Minarni Nongtji Moh Fatwa R Andi Taru Suyuti Tresya Claudia Sawane